Objective: This review focuses on the literature on cyberbullying among adolescents. Currently, there is no unified theoretical framework to move the field of cyberbullying forward. Due to some unique features of cyberbullying, researchers have generally assumed that it is distinct from aggression perpetrated in person. Many measures of cyberbullying have been developed based on this assumption rather than to test competing models and inform a theoretical framework for cyberbullying. Approach: We review current theory and research on cyberbullying within the context of the broader literature on aggression to explore the usefulness of the assumption that cyberbullying represents a distinct form of aggression. Associations between cyberbullying and general forms of aggression and psychosocial predictors of cyberbullying are discussed. Conclusions: Based on the empirical research, we suggest that the media through which aggression is perpetrated may be best conceptualized as a new dimension on which aggression can be classified, rather than cyberbullying as a distinct counterpart to existing forms of aggression. Research on cyberbullying should be considered within the context of theoretical and empirical knowledge of aggression in adolescence. Using this approach will create a theoretical framework for understanding cyberbullying, focus future research, and guide prevention efforts.

This study evaluated the Problem Behavior Frequency Scale (PBFS), a self-report measure designed to assess adolescents' frequency of victimization, aggression, and other problem behaviors. Analyses were conducted on a sample of 5,532 adolescents from 37 schools at 4 sites. About half (49%) of participants were male; 48% self-identified as Black non-Hispanic; 21% as Hispanic, 18% as White non-Hispanic. Adolescents completed the PBFS and measures of beliefs and values related to aggression, and delinquent peer associations at the start of the 6th grade and over 2 years later. Ratings of participants' behavior were also obtained from teachers on the Behavioral Assessment System for Children. Confirmatory factor analyses supported a 7-factor model that differentiated among 3 forms of aggression (physical, verbal, and relational), 2 forms of victimization (overt and relational), drug use, and other delinquent behavior. Support was found for strong measurement invariance across gender, sites, and time. The PBFS factors generally showed the expected pattern of correlations with teacher ratings of adolescents' behavior and self-report measures of relevant constructs. (PsycINFO Database Record

School-based youth violence prevention programs, particularly those focused on middle school students, have generally had limited effects that are often not sustained over time. Although many interventions focus on teaching social-cognitive skills, few studies have explored the extent to which students master these skills, actually use them, and find them effective in dealing with problem situations. This study examined these issues based on interviews with 141 students attending one county and two urban middle schools in classrooms where the Second Step violence prevention program had been implemented. We coded interviews to assess participants' general reactions to the interventions, use of skills, and effectiveness of skills. We also asked participants to describe outcomes they experienced when they used specific skills taught in the intervention in response to problem situations. Participants had generally positive reactions to the intervention. Their suggestions for improving the intervention primarily concerned improving its relevance. Participants described changes they had made based on the intervention, particularly controlling anger and improving relations with others. Their responses indicated that they sometimes misunderstood or misused specific intervention skills, especially problem solving and empathy. Students' descriptions of the outcomes they experienced when using intervention skills were not uniformly positive. This was especially true for situations involving peers such as peer pressure and bullying. These results underscore the need for more intensive efforts to ensure that students master intervention skills and are able to use them correctly. In addition, interventions should address the broader social context (e.g., peers, school) to maximize the effectiveness of skills.

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